Maths standards

ePolitix.com Stakeholders comment on government figures showing there has been a drop in the number of teenagers meeting the expected standards in maths.

 

MP response: schools minister Jim Knight

"I was disappointed with the one per cent fall after the three per cent increase in maths last year and disappointed that the figures for writing have fallen slightly, given that we’ve seen a six per cent increase in reading skills for boys and a four per cent increase for boys and girls combined.

"[The testing mechanisms] are very important in making sure that parents understand how will their pupils are set against a national standard - not just against those in their local area - for us to be able to see how well schools are doing and for the public generally to be able to make some judgements about how well nationally the schools system is doing.

"I would share concerns if there are any schools that are using these tests not to assist learning but are using them to distract from learning."

MP response: Nick Gibb, shadow schools minister

"The fall in the proportion of 14-year-olds reaching the expected level in maths is deeply worrying, and with English results back to where they were two years ago, it is clear there is a serious problem.

"The results confirm Ofsted’s view that half of secondary schools are performing at a level that is ‘not good enough’.

"The government’s response to these results is therefore, complacent. Frankly, the government is too easy on itself.

"The first three years of secondary education are a crucial period in a child’s education. Last week’s Key Stage two results showed that two out of five children were arriving at secondary school unable to master the basics in reading, writing and maths.

"Today’s figures confirm that, even after three further years of education, one-in-three children are still not reaching the necessary standards in the basics.

"Just as primary schools have to focus on getting the basics right, with synthetic phonics in the teaching of reading and proper teaching of maths, secondary schools need to learn lessons from the best state schools: a rigorous focus on raising standards of behaviour and setting in all academic subjects so children are taught in groups of similar ability, enabling the most able to be stretched and giving the less able the time and space to learn."

 

Stakeholder response: the Association of Teachers and Lecturers

To send a comment to the ATL, click here

"The only thing we can be sure about from the Sats results is that pupils are over-tested in England. 

"The results totally fail as a true measure of achievement since the grading of at least 30 per cent of students does not reflect their real ability.

"The main result of the key stage three tests is shallow learning which leaves pupils bored and demotivated. 

"At the moment, the assessment tail is wagging the curriculum dog.

"We urge the government to review the current assessment system and stop this endless testing which turns children off learning, and prevents them gaining the skills they will need through their lives.  

"ATL calls on the government to make every child really matter, to let teachers teach, assess and personalise the curriculum for their pupils, and end the damaging Key Stage testing which is of little value, but huge cost."

 

Stakeholder response: the Royal Academy of Engineering

To send a comment to the the Royal Academy of Engineering, click here

"The lack of any improvement in the proportion of teenagers meeting their expected standards in maths makes uncomfortable reading for all those professions, including engineering, that underpin the UK economy.

"Mathematics is essential to a study of engineering, particularly at degree level.

"A report by the Royal Academy of Engineering, 'Educating wngineers for the 21st century', shows that many UK businesses are suffering from a shortage of engineering graduates.

"In the long-term, this deficiency can only be successfully resolved if significant improvements in standards in mathematics are made throughout the school system and at an early age.

"Unless pupils achieve good results in mathematics by the age of 14, they will struggle with GCSE and A-level mathematics and the potential supply of students capable of studing engineering at degree level will remain relatively shallow."

 

Stakeholder response: the IET

To send a comment to the IET, click here

"This small rise in science and ICT results is, of course, welcomed and I hope the students themselves are justly proud.

"However, the drop in maths results, and the failure to meet government targets, shows there is still a lot of work to be done to ensure the UK has an adequate supply of scientists, technologists and engineers.

"We still need more appropriately qualified teachers and we must continue to work to counter negative perceptions that students have about science, technology, engineering and mathematics subjects and careers.

"The next few academic years will see a number of changes in science and technology courses, including the introduction of new diplomas in engineering and also ICT, and therefore, it’s more important then ever to ensure teachers get access to training and continuing professional development.

"It’s too early to say we’ve turned a corner – we must keep working to improve the whole experience of science, technology and engineering, from public image to delivery in the classroom.

"It’s also vital that all stakeholders work together to build positive perceptions of the varied and creative careers these important subjects can lead to."